Australian Stakeholders' Conceptions of Connecting Vocational Learning at TAFE and Workplaces

Autor/inn/en	Choy, Sarojni; Sappa, Viviana
Titel	Australian Stakeholders' Conceptions of Connecting Vocational Learning at TAFE and Workplaces
Quelle	In: International Journal of Training Research, 14 (2016) 2, S.88-103 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1448-0220
DOI	10.1080/14480220.2016.1200237
Schlagwörter	Foreign Countries; Stakeholders; Vocational Education; Workplace Learning; Case Studies; Experiential Learning; Articulation (Education); Phenomenology; Integrated Curriculum; Student Attitudes; Teacher Attitudes; Administrator Attitudes; Coordinators; Interviews; Educational Objectives; Program Content; Learning Processes; Alignment (Education); Australia + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; Case study; Fallstudie; Case Study; Experiental learning; Erfahrungsorientiertes Lernen; Articulation; Artikulation (Ling); Artikulation; Aussprache; Phenomenological psychology; Phänomenologie; Psychologie; Schülerverhalten; Lehrerverhalten; Koordinator; Interviewing; Interviewtechnik; Educational objective; Bildungsziel; Erziehungsziel; Programmgestaltung; Learning process; Lernprozess; Australien
Abstract	The quality of curriculum connectivity and integration across educational institutions and authentic practice settings, such as workplaces, is influenced by the conceptions of the different agents. Connectivity is about mediating connections between different situations to meet demands arising from educational institution-based knowledge and the everyday knowledge of the workplace. In this paper, we present findings from an Australian case study on how vocational education and training students, teachers and managers/coordinators conceptualise connectivity between what is learnt in educational institutions and in workplaces where they gain experiential learning. The findings show four main conceptions and suggest that connectivity is experienced on a continuum of linear and progressive circular processes, the latter being more complex yet enriching experiences that offer opportunities to quickly become proficient workers. These findings have implications for models, processes and practices to enhance connectivity and integration of learning in different sites. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01